Regional Artists: Mary Kay D'Isa,
Featured Museum: Canton Museum of Art
Featured Artist: Thomas Hart Benton
Featured Work of Art: "Boy Fishing"
Featured Teacher: Nancy Hulea, Canfield Local Schools
Students will experiment with watercolors to produce a
representational picture. One of the most popular art media,
watercolor takes its name from the liquid that serves as its
solvent. Students will learn that watercolors give a transparent
quality to paintings with the transparency varying according
to the quantity of water that is added to the paint. The project
encourages students to explore this versatile medium and a
variety of tools and applications.
artist, Mary Kay D’Isa, does a tour de force of the techniques
and tools used in this approach to painting landscapes. Her
tools are a fan brush, palette knife, sponge, plastic wrap,
rigger brush and salt. Her techniques include wet-on-wet,
color wash, splatter, scratching, sponging and bleeding. For
ease of instruction, the school project demonstrates many
of the same techniques at a slower pace.
identify with a variety of watercolor techniques and
the manipulation of materials.
create a representational watercolor and apply the given
recognize watercolor as used culturally and historically.
of 12" x 18" 140# watercolor paper
to stretch watercolor paper (optional)
of watercolor brushes
to use as a reference for painting (optional)
the Sharing Art video, “Watercolor Techniques.”
watercolors that illustrate techniques and transparency
of the watercolor process.
the fluency and rapid approach to the watercolor process.
student will need a 12" x 18" sheet of watercolor
possible have students stretch the watercolor paper, since
it is a procedure followed with the watercolor process.
Secure the paper to a board with masking tape.
pencil, lightly block off the paper into horizontal thirds.
The sections will represent the foreground, middle ground
the wet-on-wet technique as a wash, paint a sky area in
the background (upper third of paper, may extend into
salt in this area.
fan brush in the middle ground to push in a brushy area
or foliage in the distant areas. Stay more toward the
middle or the left or right of the paper to leave room
for a large tree in the foreground area.
paper upside down and use the spatter technique as illustrated
in the video.
palette knife in the brushy area, which will indicate
some larger trees in the foreground area as a means of
using and illustrating the plastic wrap technique on the
trunk, the rigger brush for branches and the sponge technique
for foliage (the sponge could also be used to apply texture
to some large rocks in the foreground area).
format may vary, adapting to the change of seasons or
overall color theory lesson.
Lower Grade Level Project
a primary hue of watercolor, draw several shapes on a dry
sheet of watercolor paper. Have students experiment with watercolor
techniques. Have students label tools used to create the texture.
Below are some suggestions. When students are finished, share
and compare the results with those of other classmates.
with toothbrush or paint brush handle
with palette knife or paint brush handle
students experiment and create their own interesting ways
of applying the color
Higher Grade Level Project
their understanding of watercolor techniques and processes.
an abstract, monochromatic, nonrepresentational watercolor
students to choose a descriptive or expressive word that they
would like to paint or illustrate. Choosing a color that would
help best illustrate the word, students will use lines, shapes,
values and textures in the watercolor medium, demonstrating
an advanced understanding of the watercolor techniques and
processes learned, while illustrating a painting with expressive
understanding of the word they choose.
a representational watercolor.
the covered watercolor techniques.
watercolor using terminology covered in the lesson.